The IB Diploma Programme (DP) was established in 1968 to provide an international education that would enable young people to better understand and manage the complexities of our world, and to provide them with the skills and attitudes to take action to improve it. Such an education was grounded in the more progressive educational thinking of the time but also in the belief that the world could be made better through an education that focused on concepts, ideas and issues that crossed disciplinary, cultural, national and geographical boundaries.

The IB Diploma Programme is a challenging two-year pre-university curriculum, primarily aimed at students aged 16 to 19. It leads to a qualification (the IB diploma) that is widely recognized by the world’s leading universities. The curriculum contains six subject groups together with the DP core: creativity, activity, service (CAS); the extended essay (EE); and theory of knowledge (TOK). 3 or 4 subjects are delivered at higher level and 3 or 2 subjects at standard level

Candidates studying for the diploma select six subjects from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours). All three parts of the core—extended essay, theory of knowledge and creativity, activity, service—are compulsory and are central to the philosophy of the Diploma Programme.

oThe extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university.

oThe interdisciplinary theory of knowledge course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other perspectives.

oParticipation in the CAS programme encourages candidates to be involved in artistic pursuits, sports, and community service work. The programme fosters students’ awareness and appreciation of life beyond the academic arena.

The assessment system at Gimnazija Kranj is focused on the national assessment system and the IB assessment system. In both systems assessment policies represent uniqueness in the assessment philosophy and principles. Gimnazija Kranj follows the IB directions in the IB Diploma Programme in the formal assessment and implements good practices from the national programme and forms new assessment practices to fully satisfy the need of the assessment according to the IB assessment system and principles. The informal assessment simulates the formal assessment with a variety of teaching and assessment practices which enable students to prepare for the formal assessment and to meet the purpose of the IB education.

The IB philosophy and principles that Gimnazija Kranj is respecting and following principles which are published in the Diploma Programme assessment principles and practice:

Assessment of the DP is high-stakes, criterion-related performance assessment. It is based on the following aims, which are elaborated in the remainder of this section.

1.DP assessment should support the curricular and philosophical goals of the programme, through the encouragement of good classroom practice and appropriate student learning.

2.DP assessment must reflect the international-mindedness of the programme wherever possible, must avoid cultural bias, and must make appropriate allowance for students working in their second language.

4.Assessment for each subject includes a suitable range of tasks and instruments/components that ensure all objectives for the subject are assessed.

5.IB students at Gimnazija Kranj were introduced to the IB learner profile. Students are aware of the importance and opportunities that follow from identifying with the IB learner profile.

6.The desired personal characteristics of students, expressed in the IBO mission statement, fit very well with a constructivist theory of student learning, in which students actively engage in the learning process, take responsibility for their own learning, and enlarge their knowledge, understanding and skills through inquiry. Sympathy with cultural perspectives other than the students’ own is expected in the assessment requirements of a number of subjects. The more affective qualities of caring and compassion are more difficult to include in formal assessment, but nevertheless must be represented within the overall assessment system. This is largely achieved through the creativity, action, service (CAS) requirement, though there are a number of references to ethical working practices elsewhere in the assessment system.

7.DP students at Gimnazija Kranj enter for examinations in a language that is not their best. Nearly all such cases relate to English. Sentences should be short, with simple wording and sentence structure used wherever possible. However, subject-specific terminology should not be avoided. Additionally, tolerance must be shown towards errors in spelling and grammar when marking is carried out, except in language examinations. As long as the meaning and communication are clear, no penalty should be applied and full marks should be available.

8.Diploma Programme assessment does include a limited element of cooperative group work. In all the science courses, students participate in an interdisciplinary project, which by its nature requires group work. One of the assessment criteria applied to practical work in the sciences relates to how well a student engages in team work, and the interdisciplinary project is a suitable context in which teachers can assess this.

The IB uses both external and internal assessment in the DP. External assessment (examinations) form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability. They include: essays, structured problems, short-response questions, data-response questions, text-response questions, case-study questions, multiple-choice questions. Internal assessment (teacher assessment) is also used for most courses. This includes: oral work in languages, fieldwork in geography, laboratory work in the sciences, essays in humanistics, investigations in mathematics and artistic performances. The maximum possible diploma points total is 45 (six courses each earning seven points, plus three points for the core subjects TOK and EE). The minimum total of points to pass the diploma is 24.

IB grading system

The grading system is criterion-related (results are determined by performance against set standards, and not in relation to the performance of other students); validity, reliability and fairness are principles of the Diploma Programme’s assessment strategy. For each subject well-defined assessment criteria is published in subject guides and used to measure the student’s performance. The subjects are graded on the scale from 1 to 7 (1 being the lowest and 7 being the highest).

Slovene national grading system

Gimnazija Kranj assessment is based on two assessment criteria models. One following the IB assessment criteria with the IB grade boundaries and the other following the national assessment criteria following the national school principle and practices defined in Pravilnik o ocenjevanju znanja v srednjih šolah (Ur. L. RS, 60/2010), Šolska pravila ocenjevanja na Gimnaziji Kranj (2016) in Interni pravilnik o preverjanju in ocenjevanju ter akademski poštenosti (academic honesty) na programu mednarodne mature (IBDP) (2016). Grades are on scale from 1 to 5 (1 being the lowest and 5 the highest):

85% - 100%

5

70% - 84%

4

60% - 69%

3

45% - 59%

2

0 – 44%

1

The prevailing assessment practice follows the IB assessment guidelines and grade system. In special circumstances, when the national Slovenian grade system is applied the assessment practice follows the national assessment guidelines. This is the case when final grade reports are issued for the purpose of scholarships and when the academic success from students is brought to the attention of parents. Another circumstance occurs when teachers want to examine the knowledge of students in a particular area with psychometric testing.

Examination session and the award of the Diploma

The school’s main examination session is the May examination session. Retakes are possible in both the November and May examination sessions.

Mock examination is conducted two months prior to the May examination session in order to prepare students for the May examination session.

At the beginning of their Diploma Programme students receive a schedule with deadlines over two years.

According to the IB language policy the IB Diploma Programme is delivered in two languages English and Slovene. The essential terminology has to be presented and understood in Slovene as well.

Recording and reporting

In order to assure the authenticity of submitted works of students, students have to hand in first or second drafts of their assignment. The teachers supervise, record and report about the student progress. Students are familiar with the IB Academic Honesty policy and are advised to be systematic and consistent when recording the bibliography and references.

For the purpose of the monitoring of students’ progress the following strategies are at place:

1.eAsistent: an integrated information system for assessment, reporting and planning

2.Certificates in two languages (Slovene and English):

Middle of January

First week of March

End of June

Middle of July

First week of September

Year 3

Grade report

Obvestilo o uspehu

Final grade report

Letno spričevalo

Predicetd grade report

Obvestilo o napovedanih ocenah

Year 4

Grade report

Obvestilo o uspehu

Mock examination report

Obvestilo o poskusni maturi

Final grade report

Letno spričevalo

Obvestilo o uspehu pri mednarodni maturi

IB Diploma grade reports

Award of the IB Diploma

Parents’ and student’s meetings

Parents’ meetings are organized three times a year. For each meeting a theme in relation to the IBDP is chosen. Regular school office hours for parents are orginazed once a month. First parent meeting is organized for IBDP candidates and their parents at the end of Year 2 before the enrolment in the IB Diploma Programme in Year 3 and Year 4. At this meeting students and parents sign Assessment and Academic Honesty Policy at Gimnazija Kranj (Interni pravilnik o preverjanju in ocenjevanju ter akademski poštenosti na programu mednarodna matura na Gimnaziji Kranj) for the following two years.

Students’ meeting and the role of a class teacher

Every class has a class teacher (razrednik) who’s role is to support students in their academic and personal development. The class teacher manages the eAsistent assessment, planning and reporting with the IBDP coordinator. The class teachers organizes regular weekly meetings with students (class hours, razredna ura). Class hours are scheduled every Wednesday after the lessons. During the class hours meetings with the IBDP coordinator, school counsellor and external visitors are organized.

Academic Honesty

Doing homework is an important activity which supports students to be independent and responsible. Students have to follow the IB assessment principles and guidelines in Academic Honesty. Supervision of homework that serves as an activity and assignment for assessment components in internal or external assessment is essential and is at the attention of teachers. Teachers understand their role as supervisors. Students have to hand in first and second drafts prior to the final draft being submitted. By following this procedure malpractice and plagiarism can be avoided.

Retake and enquiry upon results

Students have several meetings regarding the retake and enquiry upon results in Year 4. A document Retake and Enquiry Upon Results for students was written for this purpose.

Studying in Slovenia and abroad

oStudents and parents have two meetings with the IBDP coordinator to be informed about the studying possibilities in Slovenia and abroad.

oThe school counsellor has additional meetings with students to deliver information about the Slovene university programmes.

oGimnazija Kranj organizes meetings and workshops with representatives from Slovene and foreign universities.

oOnce a year students attend a workshop organized by the Public Institution for scholarship of Republic of Slovenia (Javni zavod za štipendiranje Republike Slovenije) at Gimnazija Kranj in order to obtain information about scholarship programmes for studying in Slovenia and abroad.

These policy is formed as part of school rules of Gimnazija and regulations of the International Baccalaureate Organization (IBO)

Article 2

These policy regulates the ways and methods of the IB students' knowledge conditions for the students' progression from year 3 to year 4 of the IBDP at Gimnazija Kranj, conversation from IB grade scale (from 1 to 7) into the slovenian grade scale from (from 1 to 5) and the evaluation of the students' academic achievement in year 3, year 4 and at the examination for the reward purposes.

Article 3

The duties of the IB students at Gimnazija Kranj

oattend classes regularly and on time and abides the school rules

oinform parents/guardians of their academic achievements, class attendance, parent meetings and of any notifications addressed to them regularly and on time

At the school assessment students’ performance can be measured according to three criteria systems:

oPravilnik o ocenjevanju znanja v srednjih šolah

oIB assessment criteria

oGimnazija Kranj assessment criteria

The IB assessment criteria:

For each subject well-defined assessment criteria is published in subject guides and used to measure the student’s performance. The subjects are graded on the scale from 1 to 7 (1 being the lowest and 7 being the highest).

Gimnazija Kranj assessment criteria:

0 – 44%: fail(1)

45% - 59%: pass(2)

60% - 69%: good (3)

70% - 84%: very good (4)

85% - 100%: excellent (5)

The final grade in a subject is the calculated as the average of all grades.

Article 5

Conditions for IB students to progress from year 3 to year 4:

othe student meets all subject requirements defined by the teacher

othe final grade in every subject needs to be positive

ostudents has to hand in the First draft of the Extended Essay – 2000 words

othe students has to meet all the TOK, CAS and G4 requirements

Article 6

At the end of the school year the whole IB teaching assembly is authorized to evaluate academic achievements of students and decides whether an IB student meets all the necessary requirements to progress from year 3 to year 4. Mutual exchange about the students’ academic progress between the school, students and parents is assured with regular meetings and reporting.

Article 7

A student with an unsatisfactory final grade in a subject at the end of the academic year can retake a subject according to Pravilnik o ocenjevanju znanja v srednjih šolah. A student can improve a grade in every subject in agreement with the teacher.

Article 8

The student who fails to meet the requirements to progress from year 3 to year 4. The student can re-enrol in the year 3 of the national programme (program gimnazija) or attend the IB year 3 again. In this case the Ib student covers the IB tuition fees.

Article 9

If the reasons for a student’s inability to meet the requirements are justifiable, the head of school may permit the student to progress from IB year 3 to IB year 4 and together with the teachers sets the deadlines by which the student has to meet the requirements from IB year 3.

Article 10

In order for a student to receive the grade report for year 3 (letno spričevalo za 3. letnik), a student has to meet all the requirements.

Article 11

In order for a student to obtain the IB diploma, a student has to meet all the requirements defined by the IBO (International Baccalaureate Organization). IB diploma grades are converted into the Slovenian grade scale from 1 to 5. Students get a grade report for year 4 and a grade report for the IB Diploma Programme at the end of their education at Gimnazija Kranj.

Article 13

CONVERSION FROM THE IB GRADE SCALE TO SLOVENIAN GRADE SCALE

IB GRADE

SLOVENIAN OCENA

MOTHER TONGUE (HL)

Additional points

Other subject (HL)

Additional points

7

5

+3

+3

6

5

+2

+3

5

4

+2

+2

4

3

+1

+1

3

2

+1

2

2

+1

1

1

The maximum points at Slovenian matura (national examinations) is 34. Slovenian grades are on scale from 1 to 5 (1 being the lowest and 5 the highest). IB grades are converted according to the Slovenian grade scale in order to enable the IB student to be enrolled in the Slovenian universities.

Article 14

Honourable award regulations at Gimnazija Kranj are the same for the national and IB students according to Pravilnik o nagrajevanju Gimnazije Kranj . The honourable award criteria for IB students:

oSmall Award (Mala plaketa): for excellent academic achievement with the average grade 5.0 for all six diploma subjects

oAward for excellent academic achievement for 30 to 34 points on the Slovenian national examination grading scale (matura)

oGreat Award for exceptional academic achievement for all 45 points on the IB diploma grading scale

Article 15

The IB General Regulations: Diploma Programme defines malpractice as behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components.examples of malpractice:

oPlagiarism - the representation of the ideas or workof another person as your own.

oCollusion - supporting malpractice by another candidate, as in allowing your work to be copied or submitted for assessment by another candidate.

oDuplication of work - the presentation of the same work for different assessment components and/or IB diploma requirements.

oMisconduct during an examination, including the possession of unauthorized material.

oDisclosing information to another candidate, or receiving information from another candidate, about the content of an examination paper within 24 hours after the examination.

Article 16

Academic Honesty defined in Diploma Programme Academic Honesty (2017) and in Zakon o avtorskih in sorodnih pravicah (UR. L. RS, 21/1995) is essential for successful academic endeavour. Students are responsible for ensuring that all of the work you submit is authentic and that any sources used are appropriately acknowledged. Should the student fail to meet the rules and regulations of academic honesty, the student could be expelled from the IB Diploma Programme according to the two step procedure:

First offence: reminder: a formal conversation with the student, teacher, class teacher and the IBDP coordinator

Second offence: dismissal from the IB Diploma Programme: a formal conversation with the student, parents, teacher, class teacher, the IBDP coordinator and head of school

Article 17

This policy takes effect after the proceedings at the IB teaching assembly meeting.

Head of school

Franc Rozman, MSc

With this written consent I declare, that I am familiar with the assessment regulations on the IB diploma programme at Gimnazija Kranj.